Under the direction of Robert R. Sears, Professor of Education and Child Psychology, the Laboratory is staffed with psychologists, anthropologists, and educators. Students use the Laboratory for research projects, and undergraduates from the College's Psychology and Social Relations Departments have done honor these there. This is one way in which the strife between educators is being lessened.

Early childhood social motives was the first study undertaken by the Laboratory. These social motives, such as drives to dependency, aggression and competition, set the patterns of living, and must be understood before the schools can assist in child development.

Many New Programs

Other brand new developments at the School of Education include a nursery school; a new training program for elementary school teachers; a program of Fellows in Education comparable to the Neiman Fellow program; and a Center for Field Studies, which is contracted to analyze the needs of a certain community in terms of its schools, and which also provides opportunity for graduate students to combine their theoretical studies with analyses of practical problems in the field.

The School's new expansion program has gotten off to a good start by gifts and grants totaling over one million dollars. This sum has come primarily from the Ford Foundation, the Carnegie Corporation, the Kellogg Foundation, and the Rockefeller Foundation. Keppel decided early in the planning that the School should try to carry out the new program over at least a six-year period, and that new support should simultaneously be sought to continue the activities after that time. Approximately four million dollars, it was estimated, would be needed to provide for new professorships and more scholarships, while estimates on the new Education Building the School wants to erect run as high as one-and-a-half million more.

Expand Budget Three-Fold

In the academic year of 1947-48, the Graduate School of Education had an all-inclusive budget of $220,000. Dean Keppel estimates next year's budget to be about $600,000. Thus in the five years Keppel has been Dean, the budget has been expanded almost 300 percent.

According to Keppel, "the School has grown apace. I feel that we're really beginning to go places now," he added. With regard to the size of the School, there have been no basic changes in policy. The Faculty still wishes to maintain a small student enrollment and, so far as possible, to have a student body carefully selected as to personality, interest academic promise, and geographical distribution.

Of significance, though, in the expansion of the G.S.E. is the increase in the number of faculty members. While the student body has remained about the same sime since 1946 the School's Faculty has almost doubled.

New Courses Added

Curriculum has also undergone changes. In conjunction with its new programs for degrees, the Faculty set up a committee to analyze the courses offered by the School, and to make suggestions for changes to meet this new scheme. The result of the committee's investigations was a dynamic change in course offerings for 1950-51, as compared with 1949-50. In 1949-50, 60 half-courses were offered. Last year there were 72 offered, including 24 completely new courses, and 12 courses under old titles but whose content was substantially changed from the previous year.

This year, 89 courses of instruction are offered to the students at the School of Education. Within the 17 fields in which courses are given, classes vary from comprehensive introductory systematic courses to seminars for individual study on a tutorial basis. Examinations are given only in the systematic courses.

Some example of the names of courses offered are, Educational Administration and the Determination of Educational Policy; History of Educational Thought; and Science in the Secondary School.

The first field of study for careers trains recent college graduates who have no teaching experience for teaching positions in elementary and secondary schools, Supported mainly by the Ford Foundations, this program leads either to the degree of Master of Arts in Teaching, or Master of Education.

Convinced that secondary school teaching requires both scholarship and professional competence, the Faculty of Education and the Faculty of Arts and Sciences jointly sponsor the degree of Master of Arts in Teaching.